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The Pieces That Make the Self: Finding Balance Between Social and Individual Identity in Frances Burney’s Evelina and Virginia Woolf’s Mrs. Dalloway
Get PDFIn their novels Evelina and Mrs. Dalloway, Frances Burney and Virginia Woolf pursue an understanding of the pieces of one’s “self.” Through the journeys of Evelina Anville and Clarissa Dalloway, Burney and Woolf explore how a woman’s identity is formed by both her social role and her individuality. Although the social settings examined in the two novels vary greatly due to differences in both time period and the main characters’ stages of life, Evelina’s and Clarissa’s stories are united by their shared goal of gaining understanding of and ownership over themselves. Ultimately, both Evelina and Mrs. Dalloway argue for the importance of finding balance between social and individual identity rather than losing one at the expense of the other
What Is My Role?: The Impact of the Christian College Experience on Female Students’ Gender Role Beliefs
Get PDFChristianity in America offers multiple perspectives on gender roles for men and women. Often, these views are formed from an early age, through family units and church models. For many women, college is the first time in which they are exposed to a broad range of perspectives and have the opportunity to think through these perspectives on their own. This research explores the impact of the Christian college experience on female students’ gender role beliefs using a qualitative phenomenological design. The study showed that faith, community, and classroom experiences are also primary influences on how female students construct their gender role beliefs. These results suggest that higher education professionals should consider how they can encourage students to think through and evaluate their own beliefs on this topic
The Effects of Motivation, Loneliness, and Academic Productivity on College Students during the Pandemic
Get PDFThe 2020 pandemic and the stay-at-home-orders shifted the college experience for students and required students to complete their work off-campus. This research uses a convergent mixed methods design to examine how loneliness, motivation, and academic productivity interacted in the lives of students during the pandemic. This study explores the implications of the loneliness students experienced and the patterns or shifts in behavior that brought upon either success or struggle. The study shows that students were relatively lonely during this time, yet had varying measures of motivation, leading to a low positive correlation between loneliness and lack of motivation. Additionally, significant factors for academic success during the pandemic were the environment students found themselves in, the relational support received, grades and GPA, and students’ routine and schedule. These results indicate that higher educational professionals should consider how to support students in online or isolated courses of study
Exegetical Analysis Paper on 1 Timothy 2:11-12
Get PDFThis paper is an exploration of what some of the views commentaries have to say about egalitarianism and complementarian interpretations of 1 Timothy 2:11-12
Knocking on Europe\u27s Door: A Comprehensive Analysis of the European Response to the 2015 Refugee Crisis and the Ukrainian Refugee Crisis
Get PDFEurope is, and has long been at the center of refugee reception for many areas of the world due to its geographical position and general security. However, the European response to refugees has varied drastically in different situations. This paper examines the European response to both the 2015 Refugee Crisis and the Ukrainian Refugee Crisis. The focus being on what factors, whether political, racial, or religious, has led for some individuals to be received more favorably in Europe than others. Through examining this, the conditions for successful and long-lasting refugee reception hopefully be more clearly seen